INTRODUCTION
Biology is an immense field in the world. Since bio means life, it covers all
living things and all stuff connected to living things. As a matter of fact, biology
can further be subdivided into many branches such as botany, biochemistry,
pathology, zoology, pharmacology, ecology, microbiology and a lot more. The
extensiveness of the field of Biology makes the course BS-Biology very
promising. The enormity of the field of Biology is directly proportionate to the
work opportunities awaiting the BS-Biology graduates.
1. Employment
a. Employed
b. Unemployed
c. Self-Employed
1. Sector of Employment
a. Government
b. Private
c. Self-Employed
a. Bio-Related
b. Non Bio-Related
a. Methods of Teaching
b. Master’s Degree
c. Doctor’s Degree
d. College of Medicine
a. Job Satisfaction
b. Monthly Salary
c. Specialization
School Administrators. This study would be a basis for the School Administrators
to plan for a revision or strengthening of the BS-Biology curriculum that would made
BS-Biology highly competitive in many areas such as Biotechnology, Environmental
Science, Laboratory Technology, Teaching profession, and Medicine.
Placement Officer. Outcome of the study may require the University’s Placement
Officer to establish linkages with local, national, and international institutions and
other employment sites for BS-Biology graduates.
Alumni Association. The Alumni Association maybe provided with a record on the
whereabouts of BS-Biology graduates of USI.
Teachers. The teachers may also improve their teaching strategies that would
develop disciplined and highly competitive students and graduates.
Parents. Parents may also realize their significant roles in their children’s studies
and mold them to be competitive.
and felt needs in the career. In case of graduates’ long distance, the researcher
Hypothesis
2. Few are pursuing graduate course or wanted to take Bio specialization and
4. Most of the respondents feel the need for more training, skills, and majority of
those agreed that the USI must enhance its curriculum the BS-Biology
course.
Definition of Terms
graduates.
Employed All persons who have work or job. This would also
Underemployed All persons who are working but the type of work
day.
Post-graduate studies This includes the courses that are taken after
courses.
CHAPTER II
Nobody should say that biology majors have no future. As a matter of fact, there
are numerous career paths that a biologist can follow including research, health
care, environmental management and conservation, biotechnology, laboratory
technology, and education. (What do biologists do? N.d.). By the year 2005, the
demand for biologists was expected to grow by 27%. (DSSCI:S as a C, n.d.).
Expectations for the biologists are high especially with the new discoveries and
new technologies in the field of life science that are spontaneously arising. Just
as the 20th century was the Century f Chemistry and Physics, the 21 st is predicted
to be the Century of Biology. (Is there a demand for biologist? n.d.).
The new trends in biology in the present times are the reinvention of the old
biological fields combining their scientific training with interests in other fields
such as Biotechnology, Forensic Science, Politics and Policy, Business, and Art.
(New directions in biological careers, n.d.).
As working individuals, how much can a biologist earn? Data from a 2005 US
Bureau of Labor Statistics report show that the field of life sciences has a mean
of annual salary that ranges from $60,000 up to $103,000 depending upon the
years of service, experience, and the sectors of employment. Higher salaries are
found in private companies.
There are also work opportunities awaiting biology graduates and degree holders
here in the Philippines and abroad. Ateneo de Manila University’s School of
Science and Engineering invites MS or PhD degree holders sent applications for
tenure track positions last April or June 2007. The positions available for
application were Biotechnology, Cell and Molecular Biology, Genetics,
Microbiology, and Zoology. (Biology/Chemistry Tenure Positions, 2007). There
are also several opportunities for deserving young microbiologists. (Hedreyda,
2007).
In spite of the immensity of the field of biology and work opportunities awaiting
the biology majors, many graduates have difficulty seeking, securing, and
maintaining employment. This is the major downfall of this individual in the
community and is especially unfortunate for those who have been through an
extensive educational program. (Brolin, 1995). This is the primary reason why
many graduates came up unemployed.
Jones (1996) states that getting a good job is a challenge. Competition for job is
tough. That’s why graduates should strive very hard if they want to have a job of
their own choice. Gastilo (2007) also mentioned that, “Getting a good job is not
all about presenting the transcript of records with the highest grades reflecting on
it. It also includes charm, wit, skills, capacity, and of course determination.”
(personal communication, February 28, 2007).
According to the follow-up study (cited in the study of Gonzales, 2002) on the
College of Liberal Arts of the Baliuag Colleges with implications to curriculum
improvement, she found out that 102 graduates have varied employment, thrity-
six in private firms, eighteen in government office, twenty are self-employed and
twenty-seven are unemployed. Majority of the fifty-four graduates who were
employed in both government offices and private firms are teachers. The rest
were on part-time job as tutors, farmers, business men, salesmen, clerk,
volleyball referee, and music trainer. (Rivera, 1991).
Another study made by Operio (1997, as cited in Gonzales’ study, 2002) gave
the conclusion that the education graduates in Pasacao, Camarines Sur from
1960 to 1995 are successful in their profession and are teaching in line with their
training and skills. Specially, 96.10% of them are employed. Also, she found out
that majority of the respondents are engaged in piggery as a secondary
economic activity to augment their income. Fifteen percent of the graduates are
pursuing advance studies.
The job of the 1983 to 1997 graduates of the Camarines Sur Institutes of
Fisheries & Marine Science (cited in the study of Gonzales, 2002) are not related
to fishery education because the graduates believe that having any job is better
than having no job at all. Out of 94 graduates, only thirty-eight are employed, the
rest are self-employed and majority of the female graduates are house keeper.
Thirty-two pursued College after the technical course and majority of them took
up BSE and BSEEd. (Bicamong et al., 1998).
The Camarines Sur Agricultural College’s graduates from 1990 to 1995 were
also followed up by Ibarlin (1998) and found out that majority of the graduates of
the said school year were employed in private agencies and occupy varied
positions in both agricultural and non-agricultural jobs. These graduates
contributed moderately to the political, social, economical and technical aspect of
the country.
Lucilo (2006) made a tracer study on the graduates of The USI CTed Department
graduates batch 2001-2002 to 2005. The results showed that 21.62% were
employed and 78.37% were unemployed.
CHAPTER III
RESEARCH DESIGN
Methodology
The Questionnaire
The questionnaire has been used in the research. The questionnaires were
composed of the cover letter which states the purpose and objectives of the
research; the instruction which states the proper ways of filling out the
questionnaires, other ways of accomplishing the questionnaires and how to
send it back to the researcher. The questions were categorized into four.
First, the demographic profile which requires the basic profile of the
respondents but to be filled out optionally. Next, the employment history that
requires the information regarding the present work status of the graduates,
the sectors of employment, and the relevance of the job to the course
finished. The third part was the post-graduate studies pursued by the
graduates, in particular, after graduation. Finally, the needs felt of the
graduates in the career.
Statistical Treatment
There was no statistical treatment used in the data analysis since the
research was descriptive. The data were interpreted using frequency
distribution and percentage computation. The data from the instrument were
tabulated and presented in frequency distribution and graphical forms with
brief description and interpretation.
CHAPTER IV
THEORETICAL AND CONCEPTUAL FRAMEWORK
Conceptual Framework
In this study, the researcher would try to find out the decision that the
graduates made after accomplishing the BS-Biology course as to what
employment they obtained and their needs as working professionals, or the
post-graduate course they pursued.
According to Mankiw (2004), there are four principles regarding how people
make decision. Namely, (1) People Face Tradeoffs; (2) The Cost of
Something is What You Give Up to Get It; (3) Rational People Think at the
Margin; and lastly (4) People Respond to Incentives.
The second principle, The Cost of Something is What You Give Up to Get It,
states that because people face tradeoffs, making decisions require
comparing the costs and benefits of alternative courses of action. A decision
may be whether to pursue a post-graduate study. The benefit is intellectual
enrichment and a life time of better job opportunities, but the cost will be
considered. Time is the largest cost of pursuing a post-graduate study. When
the students spend a year listening to lecture, reading books, and writing
paper, he cannot spend that time working on a job.
The third principle, Rational People Think at the Margin, states that decisions
in life are rarely black and white but usually shades of gray. Margin means
edge, and the marginal changes are adjustments around the edges. In many
situations, people make the best decisions by thinking at the margin. A
graduate most likely to decide to spend extra years in school to pursue a
post-graduate study because an extra year would offer marginal benefits such
as higher wages throughout life and sheer joy of learning; and the additional
costs that would be incur such as tuition and the foregone wages while in
school.
The fourth principle, People Respond to Incentives, states that people make
decisions by comparing the cost and benefits. Their behavior may change
when the cost of benefits change. A college graduate would decide to hunt for
job immediately after graduation because pursuing a post-graduate study
would be very costly. Since getting a job would immediately bring incentive, a
graduate may disregard the option of pursuing a post-graduate study.
It is in the perspective that the four principles on how people make decisions
are applicable in this research. The result may show what principle prevails
than the other. Will it be the People Face Tradeoffs; The Cost of Something is
What You Give Up to Get it; Rational People Think at the Margin; or People
Respond to Incentives?
PRESENTATION, INTERPRETATION
A. DEMOGRAPHIC DATA
2001 – No respondents
2002 – No bio Graduates
2008 – No respondents
EMPLOYMENT
Employment
Status f %
Gov. B. SECTORS
Bio Related 1 6%
OF
Non- bio 4 22%
Private
Bio related 0
Non- bio 9 50%
Unemployed
4 22%
Total 18 100%
EMPLOYMENT
Figure 2 shows that out of 18 BS-Biology graduates; 14, which accounts to 78%
were employed, where in the divided for the Private that almost 50% of the
graduates are employed for non-Bio related and % for Bio related, compared to
Government Sector: were only 1% had a job related to Bio and 22% for non Bio
related….And the remaining 4, which accounts to 22% were unemployed.
C. EMPLOYMENT AND UNEMPLOYMENT PERCENTAGE
D. SALARY SATISFACTION
The frequencies are the number of employed with their corresponding salary,
two has a 5,000 –below salary and 4 received 5,001 – 10,000 and they are not
satisfied with those amounts, not like they other 8 who received 10,001 – 20,000
and above are satisfied.
Statements m % Interpretation Rank
Strongly
1 16 0.89% disagree 9th
Strongly
2 26 1.45% disagree 11th
Strongly
3 21 1.17% disagree 12th
Strongly
4 26 0.89% disagree 9th
Strongly
5 17 0.74% disagree 10th
6 45 2.50% Disagree 7th
7 55 3.06% Agree 1st
8 52 2.89% Disagree 2nd
9 44 2.44% Disagree 4th
10 36 2.00% Disagree 8th
11 38 2.11% Disagree 6th
12 39 2.16% Disagree 5th
13 46 2.56% Disagree 3rd
Table 1. Degree of Agreement on how the employed respondents acquired their
jobs.
The Employed respondents were asked to rank their degree of
agreement as 4, 3, 2, or 1 that corresponds to strongly agree, disagree, and
strongly disagree, respectively. Based from their responses, it revealed that
the University Placement Office has helped the least on how the graduates
got the job. 99.9% of the respondents strongly disagreed that both the USI
Placement Office and the Government office, media advertisement,
recommendations from former teachers and from the dean had helped them
in finding a job. Majority of the employed respondents disagreed that it was
through the recommendations from relatives and friends that they are
experientially ready and technical preparedness, and they were exposed in
the field as a student and that credentials were the major help in getting a job.
But it reveled in the study that the top 3 of those reasons stated that the
employed were skilled for the job, they were ready emotionally and the 1st in
rank, that it was through their own efforts to find a better job even it was not
related nor not related in the course.
Table 2. Mismatch question where the explanations why their job are not
related to the field of study.
MISMATCH for
the JOB f Rank
1 8 1st
2 6 3rd
3 5 4th
4 7 2nd
5 4 5th
The explanations/reasons why the existing jobs of the graduates are not
related to the Biology course on the mismatch table was ranked in top three
highest responses. The top three ranking were as follows: (1) no job opening
related to their training and study, (2) that they are lack in professional
eligibility requirements, and (3) their present job offered better salary.
CHAPTER VI
SUMMARY
The researchers had collected 18 respondents out of 34 graduates of BS-
Biology. 15 of which were employed in private and government institutions,
they indicated their degree of agreement and disagreement, on the given
statements were the probable reasons of their being employed and they
ranked the reasons why their existing job was is not related to their field of
study. The remaining 3 were unemployed and 1 of it chooses to have her own
business, they also rank the first three relevant reasons for being
unemployed.
All of the respondents feels the need and agreed for the USI BS-Biology
curriculum to be improved.
CONCLUTIONS
1. Employment
2. Sectors of Employment
Therefore out of 78% of employed, 50% of which were in the private sectors
and the 28% were in the government sectors.
3. Job Relation to the Course Finished
Therefore, all of the graduates that are in the private sectors are Non-Bio
related and those who are in the government only 1 of them are Bio related.
RECOMMENDATION
The University has to consider the ideas of the respondent regarding their situation
outside the real word of employment which really reflected on what they’ve been
their college years. The university should expand the scopes of training (hands-on)
by the BS-Bio students. Competitions’ is fierce in the current job market and it will be
worst in the future since current jobs and future jibs will become more highly
technical. A BS-Bio graduates from the University should be very familiar with the
laboratory skill, knows the fundamentals of how to operate old and laboratory
equipments and also they must be familiarize more on Anatomy and Physiology .
The students must be somehow exposed in the different filled in Biology, just like
having OJT’s or practicum. The professors/teachers’ must also be submitted for
annual training and enhancement for the improvement of their lectures and
presentations for the students.
After the graduation the University placements should recommend or refer the
graduates to certain companies, and they should conduct annual study to know the
whereabouts of their graduates not only the Biology but also the other courses.